Staff Buy-In Session E1

1. Staff Buy-InSession E1 Marla Dewhirst, Consultant marla.r.dewhirst@gmail.com Rob Vanderloop, Principal, Hillcrest Elementary School, Chippewa Falls vanderrj@chipfalls.org Tyler Nelson, Teacher, Mondovi School District tnelson@mondovi.k12.wi.us Paul Franzwa pfranzwa@mondovi.k12.wi.us

2. Agenda • Defining “Buy in” • Problem? • Process? • What are schools doing to promote buy in? • Teaming • Quality implementation • Meaningful meetings • Data based decisions • Whole school collaboration • Changing Culture rather than implementing a “program” • Wide variety of resources used • Establishing sustainability

3. Buy-in Basics A. Teams - Representation from all areas, including parents and students B. Initial Implementation and Boosters - Pilot, initial, subsequent years, Fall/Winter C. Meetings - Weekly: Tier 2, Monthly: Tier 1 and all-staff (allocating time within the school day for meaningful meetings)

4. D. Using Data - Data drives all meetings, boosters, guides team focus, and keeps core components of PBIS fresh (remind, reteach, acknowledge) E. Collaboration - Listening to staff through surveys and team representatives F. Changing the Culture - Conversations with parents and staff; knowing, defending, and believing in the "why“ of tiered behavioral supports G. Utilizing Resources - RtI Behavior Specialist and PBIS Internal Coordinator

5. Defining and Setting the Goal: Culture Change

6. What data sources can we use? Is there a problem… • School-wide Evaluation Tool (SET) • Benchmarks of Quality (BoQ) • Attendance / Turn-over • School-wide rewards • Number • Distribution across grade levels, teachers • The reasons behind ODRs (teacher v office managed behaviors) Teacher perception of the problem… • Teacher, staff surveys

7. Is PBIS the “Solution”? Teacher perception of the solution… • Teacher and staff surveys: • Is it your responsibility to create a positive learning environment? • Is it your responsibility to teach social behaviors? • Staff discussions: • Formal and informal

8. Why is Buy In Important? CRITICAL MASS • Impact school-wide climate • Not hallway wide, or 10th grade wide • Ensures the SW expectations, rewards, etc. reflect “comfort level culture” of teachers • In addition to core leadership teams: • Build “committees” of staff that are willing to participate in a few events / activities per year

9. Get PBIS off the ground and keep it off the ground! • Critical mass of faculty and staff actively participating in PBIS activities: • Sufficient participation to fully staff work groups, • Work committees • Friends of PBIS • 90% + staff distribute school-wide reinforcers, (as measured by the SET/ BoQ) • When given the opportunity 80% + staff provide feedback on PBIS (survey)

10. Get PBIS off the ground and keep it off the ground! • Staff are familiar with PBIS philosophy: • 90% + staff members can summarize the basic concepts of SW-PBIS (survey), • 90% + staff know 70% + of SW expectations (SET) • Staff who are not actively participating in PBIS activities agree to not sabotage the process.

11. Buy into the triangle…

12. Defining “buy in” • All students belong • Up the triangle • Staff participation in teaching, acknowledging SW expectations • Staff participation in training opportunities • Staff participation in implementation of secondary and tertiary supports (95%-100%)

13. Cycle of Academic and Behavioral Failure: Aggressive Response(McIntosh, 2008) Teacher presents student with grade level academic task So, which is it… Academic problems lead to behavior problems? or Behavior problems lead to academic problems? Not sure… Probably a combination of both Student engages in problem behavior Student’s academic skills do not improve Student escapes academic task Teacher removes academic task or removes student

14. Some Fundamental Principles • Academic Engaged Time (AET) • AET predicts student performance better than any other variable, including: • IQ • Language • SES • Disability • Culture/Race • Amount of time students are engaged in quality instruction • Includes evidence-based instructional strategies • Matched to student context, culture and relevance • With student engagement in the process

15. AET • Academic Engaged Time (AET) • 330 minutes of instruction/day • 1650 minutes/week • 56,700 minutes/year • 15,700 minutes for Reading • Minutes are finite in number • Loss of minutes=Loss of achievement • Minutes are the currency we use for instruction

16. Time Cost of aDiscipline Referral(Avg. 45 minutes per incident)

17. A. Teams

18. Team Structure • Building Principal • School/Community Mental Health Staff • Building or District Instructional Coach (Reading, Math, and Behavior) • Special Education or Title 1 Teacher • Grade Level Teacher Representatives • Para-professional Representative* • Parent/Community Liaison*

19. Principal’s Role in Leading Implementation of PBIS • Models Problem-Solving Process • Expectation for Data-Based Decision Making • Scheduling “Data Days” • Schedule driven by student needs • Instructional/Intervention Support • Intervention “Sufficiency” • Communicating Student Outcomes • Celebrating and Communicating Success

20. Core Skill Areas for ALL Staff • Data-Based Decision Making Process • Coaching/Consultation • Problem-Solving Process • Data Collection and Management • Instruction/Intervention Development, Support and Evaluation • Intervention Fidelity • Staff Training • Effective Interpersonal Skills

21. Exemplars • resummerleadershippresentation\PBIS Committee Opportunities 2013-14.docx • resummerleadershippresentation\Exemplars Tier II Team and Duties.docx • ..\resummerleadershippresentation.mondovi\November Staff Meeting.pptx • Document one idea you can use! Buzz and Share

22. B. Initial Implementation and Boosters

23. Components of a School-Wide Positive Behavior Support System • Behavior Expectations • Teaching System • Classroom Support • Acknowledgement System • Violations System • Data Collection & Analysis • Team Process

24. Exemplars • PBIS Video-Celebration - YouTube#t=27 • resummerleadershippresentation\Staff Expectations throughout the Building.docx • ..\resummerleadershippresentation. modovi..3\Acknowledgement Slips.docx • Document one idea you can use! Buzz and Share

25. C. Meetings

26. Four Keys to Effective Meetings • Organization • Team roles, predictable meeting process, meeting minute format • Separate agenda items into three types • Review status of previous problems • Administrative logistics • Problem Solving to determine if there are new problems • Data • Access to the right information at right time in right format • Skills • Problems defined with precision including a goal • Comprehensive solution plans that “fit” • Evaluation measures defined & monitored • For each data source, define • Implementation fidelity plan for each problem • Impact of solutions for each problem • For both fidelity and impact define • the data that will be gathered • how/when those data are gathered & reported • Adapt Solutions in response to data TIPS II Training Manual (2013) www.uoecs.org

27. Using Meeting Minutes • Documentation • Logistics of meeting • Time, place, location, team members present • Agenda items for meeting • New problem statements, solutions/decisions/evaluation plan • Previously defined problems/solutions/decisions/progress monitoring • General administrative topics • topic, decisions made, tasks and timelines assigned • Reviewing Meeting minutes • Snapshot of what happened at the previous meeting and what needs to be reviewed during the current meeting • Visual tracking of focus topics • Prevents side conversations • Prevents repetition • Encourages completion of tasks TIPS II Training Manual (2013) www.uoecs.org

28. Meeting Logistics TIPS II Training Manual (2013) www.uoecs.org

29. Previously Defined Problems

30. Administrative/ General Information & Issues

31. New Problems

32. Exemplars • resummerleadershippresentation\acknowledgement committee minutes 9-19-2013.doc • resummerleadershippresentation\PBIS Group Agreed Upon Norms for all meetings.docx • ..\resummerleadershippresentation. modovi..3\14.Jan.16.docx • Document one idea you can use! Buzz and Share

33. D. Using Data

34. DATA…so many uses  • Use data to: • Present the extent of “problems” • EX: 55% of our referrals are for lateness's • Pinpoint areas of focus • EX: Most lateness's happen on Mondays and Fridays • Show improvements • EX: Since focusing “Responsible” on on-time behaviors we’ve seen a 13% decrease in lateness's. • Validate teacher concerns • Shape expectations, acknowledgments, roll-out and booster activities

35. DATA, Validation station… • Validate teacher concerns by identifying specific problem behaviors through data review: • ODRs, attendance, grades, state testing, graduation rates, student and staff surveys • Data to create action plan. • PBIS may “roll-out: differently at your school! • Grants Pass High School: Universal reward during 1st year was attendance reward. • 100% attendance for 1 month period. • Students given attendance “ticket” for monthly drawing.

36. Data, Surveys away! • Get staff feedback on • School-wide expectations • Acknowledgements • Policies • Data • Concerns • Celebrations

37. What data sources can we use? Is there a problem… • School-wide Evaluation Tool (SET) • Benchmarks of Quality (BoQ) • Attendance / Turn-over • School-wide rewards • Number • Distribution across grade levels, teachers • The reasons behind ODRs (teacher v office managed behaviors) Teacher perception of the problem… • Teacher, staff surveys

38. Exemplars • resummerleadershippresentation\April2014Data.pdf • resummerleadershippresentation\Exemplars SURVEYS.docx • resummerleadershippresentation\Exemplars Family Survey 2013-14.docx • resummerleadershippresentation\PBIS Survey for Staff 2013-2014.docx • ..\resummerleadershippresentation.mondovi\Summative Review of 2013-14.pptx • Document one idea you can use! Buzz and Share

39. E. Collaboration/Communication

40. Communication Loop for Staff • Communication is two way • System for staff feedback: • Surveys (on-line, paper pencil, secret ballots) • Q & A section at staff meetings • Voting at staff meetings

41. Start with Staff Input • Is there a problem with current school climate? • AKA: How is business as usual working for you? • Do office referrals reflect what is really happening in classrooms? • Is it “acceptable” to use exclusionary discipline practices? • Does the school policy reflect the PBIS perspective (proactive, preventative, predictable)?

42. Continuum of impact on student achievement for family engagement strategies (the way they are typically done) Lower impact Higher impact Parent help on administrative tasks Goal-setting talks Celebrations Parent training events Weekly data-sharing folders Parent resource rooms Regular, personalized communication Fundraisers Back to school night Home visits Family support services Parent-teacher conferences Positive phone calls home Modeling of learning support strategies Potlucks Generic school newsletters Performances and showcases Interactive homework Classroom observations Parent help on learning projects

43. Exemplars • resummerleadershippresentation\Family Engagement Action Plan.doc • resummerleadershippresentation\Celebration Activities Descriptions.docx • PBIS playground - YouTube#t=34 • Document one idea you can use! Buzz and Share

44. F. Changing the Culture • Training for all staff • Create Leaders and workers for PBIS Tiers • Engage family in the process of PBIS • PBIS part of back to school process • T-Shirts • Brochure • Information Booth https://www.youtube.com/watch?v=78HO8XCvsw0

45. G. Resources

46. Many Resources • http://www.rti4success.org/ • PBIS.org Home Page • PBISApps.org • APBS • Wisconsin PBIS Network • National Center for Intensive Interventions Just to name a few!!! What ones do we choose – and what can help guide us to MTSS?

47. Sustainability

48. Management / Policy • District Policy • Administrative leadership • Active • Prioritize PBIS on meeting minutes, school-wide communication, in daily practices • School policies reflect PBIS • Student and faculty handbook • Disciplinary consequences

49. PBIS the PBIS-ers • Build on what’s already in place: • Find components of PBIS already at work in classrooms and reinforce teacher behaviors. • Team members, talk the talk and walk the walk: • Explicit expectations for teacher behaviors • Teach • Model, lead, test • Check for understanding • Repeated opportunities to practice correctly • Reinforce • Recognition for staff behaviors • Rewards for staff behaviors

50. PBIS the PBIS-ers, EXAMPLES • STAFF REWARDS: • PBIS parking spot • Administrator teaches class / takes duty • Leave school early on a Friday • Student assistant for a period • Coffee card • PBIS Party – invite only • PBIS fridge in the teachers’ lounge